A multi-site study examining the usability of a virtual reality game designed to improve retention of sterile catheterization skills in nursing students

2020 ◽  
pp. 104687812095489
Author(s):  
Karen R. Breitkreuz ◽  
Suzan Kardong-Edgren ◽  
Gregory E. Gilbert ◽  
Connie DeBlieck ◽  
Mariam Maske ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Nursing Students ◽  
Urinary Catheter ◽  
Deep Understanding ◽  
Cost Effective ◽  
Catheter Insertion ◽  
Psychomotor Skills ◽  
Usability Study ◽  
Computer Gaming ◽  
System Usability Scale

A usability study of a Virtual Reality Sterile Urinary Catheter Insertion Game (VR SUCIG) was conducted to understand user needs in regards to this game. Background: Learning and retention of psychomotor skills in health care is essential to safe clinical practice. Bauman suggests games are most useful when they are part of a layered-learning approach; in other words, they support various forms of learning and serve as cognitive aids ( Bauman et al., 2014 ). Intervention: The VR Sterile Urinary Catheter Insertion Game (VRSUCIG) was created by nurses and a computer gaming developer to provide nursing students with a cost-effective way to practice sterile catheter insertion skills in a systematic, evidence-based manner. A usability study and user reaction survey were conducted to gain a deep understanding of user’s needs. Methods: Three hundred nursing students, from 9 US nursing schools participated. Participants played the VR SUCIG and completed the System Usability Scale (SUS) and a User Reaction Survey (URS). Results: The SUS for the 2nd generation of the VR SUCIG was 57, or medium usability. The URS demonstrated the game motivated them to keep practicing. The VR SUCIG promoted repetitive practice of the skill and visually accentuated the concept of sterility. Conclusions. User reactions indicate that nursing students were eager and excited to utilize this technology. Usability scores indicate further refinement of technology is needed.

scholarly journals Peningkatan Kompetensi Mahasiswa Keperawatan Melalui Strategi Pembelajaran Berbasis Virtual Reality

2019 ◽  
Vol 2 (2) ◽  
pp. 67
Author(s):  
Ike Puspitaningrum ◽  
Rr. Sri Endang Pujiastuti ◽  
Kurniati Puji Lestari
Keyword(s):  
Systematic Review ◽  
Virtual Reality ◽  
Nursing Students ◽  
Industrial Revolution ◽  
Controlled Trial ◽  
Unit Cost ◽  
Cost Utility ◽  
Virtual Simulation ◽  
Psychomotor Skills ◽  
Inclusion Criteria

Nursing higher education has new challenges to prepare nursing students as agents of change in the era of the industrial revolution 4.0. Nursing students today are millennial and Z generation with unique needs and ways of learning. Students more interested in digital-based learning media. Digital-based learning methods were an urgent need to be developed to provide solutions to the learning needs of the millennial generation. The systematic review aimed to discuss the use of VR technology for educating the nursing student. The databases searched included: PubMed, Springerlink and Proquest from the years 2015 to 2019 with the keywords virtual reality, virtual simulation, simulation technology, immersive learning. The inclusion criteria included: articles published in the English language, student respondents and randomized controlled trial (RCT) research methods. The results of article was identified and reviewed by 3 researchers. Researchers approved 158 titles of article that match the keywords without duplicates and 5 articles that match the inclusion criteria. Four articles discuss the students' competencies when using virtual simulations compared with the manikin simulated. The results showed an increase in psychomotor skills, communication, and knowledge. Self-confidence increases, learning satisfaction and anxiety levels decrease. Two articles discuss the analysis of the unit cost, which states that the virtual simulation has cost utility ratio more profitable compared with the Manikin simulations. The results of the systematic review showed that virtual reality was relevant method as a learning strategy to enhance students’ competencies and have more profitable costs compared to conventional methods.

Nursing students’ experience in performing intimate clinical procedures via high fidelity Mask-Ed simulation

2018 ◽  
Vol 5 (2) ◽  
pp. 73-77
Author(s):  
Jane Frost ◽  
Lori J Delaney
Keyword(s):  
Nursing Students ◽  
Urinary Catheter ◽  
Clinical Skills ◽  
Traditional Approach ◽  
Skills Training ◽  
High Fidelity ◽  
Psychomotor Skills ◽  
Clinical Procedures ◽  
Undergraduate Nursing ◽  
Indwelling Urinary Catheter

BackgroundDidactic clinical skills training employing low fidelity simulation has been the traditional approach to teaching undergraduate nursing students the insertion of an indwelling urinary catheter. This approach, however, does not adequately prepare students for the intricacies and complexity of this procedure in the real world, which is associated with high rates of infection secondary to procedural contamination.ObjectivesTo explore students’ confidence levels in developing clinical psychomotor skills associated with the insertion of an indwelling urinary catheter in a high-fidelity simulation using Mask-Ed.MethodsA mixed methods study was conducted involving final year Bachelor of Nursing students. Preproceduraland postprocedural confidence was rated by students using a 5-point Likert scale. A focus group consisting of eleven students was conducted to further explore student’s experience of engaging with a Mask-Ed character and the procedural experience from a learning perspective.ResultsThe findings indicated that students increased their procedure confidence when engaging with the Mask-Ed simulation (P=0.025). The ability to maintain procedural asepsis and ability to accurately identify the correct anatomical structures related to indwelling urinary catheter insertion were found to be related (rs=0.71, P<0.05). Three primary themes were identified: caring of a person, intimate care and communication.ConclusionPsychomotor skills related to communication, support and maintaining procedural asepsis were areas that required further clinical development, which are not concurrently integrated into the simulation approach using manikin based simulation. Mask-Ed provided a unique learning opportunity to replicate a clinically and anatomically realistic experience.

scholarly journals Psychomotor skills development for Veress needle placement using a virtual reality and haptics-based simulator

2021 ◽  
Author(s):  
Chiara Di Vece ◽  
Cristian Luciano ◽  
Elena De Momi
Keyword(s):  
Virtual Reality ◽  
Haptic Feedback ◽  
Skills Training ◽  
Veress Needle ◽  
Psychomotor Skills ◽  
Severe Injuries ◽  
Performance Indexes ◽  
System Usability Scale ◽  
General Improvement ◽  
Procedure Error

Abstract Purpose Veress needle (VN) insertion, if not correctly performed, could cause severe injuries to intra-abdominal organs and vessels. Therefore, cognitive and psychomotor skills training is needed. Virtual reality (VR) and haptic technologies have the potential to offer realistic simulations. Methods We developed a novel VR and haptic surgical simulator for VN insertion to teach trainees how to correctly puncture the abdominal wall, experiencing realistic tactile sensations throughout the simulation. The simulator allows for both procedural and realistic training. We released two different versions: the first using the OpenHaptics$$^{\text {TM}}$$ TM (OH) Toolkit and the second exploiting CHAI3D. We evaluated the learning effect using different performance indexes (time to perform the procedure, error in insertion angle, number of undesired contacts with organs) in an insertion task for both experienced urologists and students. Results A general improvement of the chosen performance indexes was registered in the second repetition of the task for both groups. From the questionnaires, the simulator leveraging OH provides the trainee with a more precise haptic feedback, whereas the one exploiting CHAI3D allows them to perform the procedure more easily thanks to the better visualization of the virtual environment. The results proved that the participants appreciated both implementations, and the System Usability Scale (SUS) test resulted in a “good” usability. Conclusion The haptics-based and VR simulator has shown the potential to be an important resource for the basic urological training in obtaining the pneumoperitoneum and improving the acquisition of the necessary psychomotor skills, allowing for extended and more effective training without compromising patient safety.

scholarly journals Developing a scenario-based video game generation framework for computer and virtual reality environments: a comparative usability study

2020 ◽  
Author(s):  
Elif Surer ◽  
Mustafa Erkayaoğlu ◽  
Zeynep Nur Öztürk ◽  
Furkan Yücel ◽  
Emin Alp Bıyık ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Video Game ◽  
Usability Study ◽  
Game Generation

Nursing Faculty Perceptions of a Virtual Reality Catheter Insertion Game: A Multisite International Study

2021 ◽  
Author(s):  
Karen R. Breitkreuz ◽  
Suzan Kardong-Edgren ◽  
Gregory E. Gilbert ◽  
Patrea Anderson ◽  
Connie DeBlieck ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Nursing Faculty ◽  
Faculty Perceptions ◽  
International Study ◽  
Catheter Insertion

Feasibility and usability study of a pilot immersive virtual reality‐based empathy training for dental providers

2021 ◽  
Author(s):  
Homa Amini ◽  
Megan E. Gregory ◽  
Mary Ann Abrams ◽  
John Luna ◽  
Maxwell Roland ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Immersive Virtual Reality ◽  
Usability Study ◽  
Empathy Training ◽  
Dental Providers

Neurosurgical virtual reality simulation metrics to assess psychomotor skills during brain tumor resection

2014 ◽  
Vol 10 (5) ◽  
pp. 603-618 ◽  
Author(s):  
Hamed Azarnoush ◽  
Gmaan Alzhrani ◽  
Alexander Winkler-Schwartz ◽  
Fahad Alotaibi ◽  
Nicholas Gelinas-Phaneuf ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Brain Tumor ◽  
Tumor Resection ◽  
Psychomotor Skills ◽  
Virtual Reality Simulation ◽  
Brain Tumor Resection

Virtual Reality in Medical Students’ Education: A Scoping Review (Preprint)

2021 ◽  
Author(s):  
Haowen Jiang ◽  
Sunitha Vimalesvaran ◽  
Jeremy King Wang ◽  
Kee Boon Lim ◽  
Sreenivasulu Reddy Mogali ◽  
...  
Keyword(s):  
Medical Education ◽  
Virtual Reality ◽  
Virtual Worlds ◽  
Scoping Review ◽  
Data Extraction ◽  
3D Models ◽  
Bibliographic Databases ◽  
Future Research ◽  
Psychomotor Skills ◽  
Group Setting

BACKGROUND Virtual reality (VR) is a digital education modality that produces a virtual manifestation of the real world and it has been increasingly used in medical education. As VR encompasses different modalities, tools and applications, there is a need to explore how VR has been employed in medical education. OBJECTIVE The objective of this scoping review is to map existing research on the use of VR in undergraduate medical education and to identify areas of future research METHODS We performed a search of 4 bibliographic databases in December 2020, with data extracted using a standardized data extraction form. The data was narratively synthesized and reported in line with the PRISMA-ScR guidelines. RESULTS Of 114 included studies, 69 studies (61%) reported the use of commercially available surgical VR simulators. Other VR modalities included 3D models (15 [14%]) and virtual worlds (20 [18%]), mainly used for anatomy education. Most of the VR modalities included were semi-immersive (68 [60%]) and of high interactivity (79 [70%]). There is limited evidence on the use of more novel VR modalities such as mobile VR and virtual dissection tables (8 [7%]), as well as the use of VR for training of non-surgical and non-psychomotor skills (20 [18%]) or in group setting (16 [14%]). Only 3 studies reported the use conceptual frameworks or theories in the design of VR. CONCLUSIONS Despite extensive research available on VR in medical education, there continues to be important gaps in the evidence. Future studies should explore the use of VR for the development of non-psychomotor skills and in areas other than surgery and anatomy.

scholarly journals The impact of facilitation in a problem-based pedagogy on self-directed learning readiness among nursing students: a quasi-experimental study in Tanzania

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Walter C. Millanzi ◽  
Patricia Z. Herman ◽  
Mahamudu R. Hussein
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Intervention Group ◽  
Cost Effective ◽  
Self Directed Learning ◽  
Related Factors ◽  
Learning Readiness ◽  
Quasi Experimental ◽  
Directed Learning ◽  
The Impact

Abstract Background Self-directed learning is important in nursing as it is associated with improved clinical and moral competencies in providing quality and cost-effective care among people. However, unethical professional conduct demonstrated by some graduate nurses is linked with the way they are developed in schools alongside the content and pedagogies prescribed in nursing curricula. Pedagogical transformations appear to be inevitable to develop enthusiastic nursing students who can work independently in delivering quality and cost-effective nursing services to people. This study intended to examine the impact of facilitation in a problem-based pedagogy on self-directed learning readiness among undergraduate nursing students in Tanzania. Methods A controlled quasi-experimental design was conducted in Tanzanian higher training institutions from January to April 2019. A 40-item Self-directed learning Readiness scale for nursing education adopted from previous studies measured self-directed learning and the Student A descriptive analysis via a Statistical Package for Social Sciences software program (version 23) was performed to establish nursing students’ socio-demographic characteristics profiles. Independent samples t-test determined mean scores difference of self-directed learning readiness among nursing students between groups while regression analysis was performed to discriminate the effect of an intervention controlled with other co-related factors. Results The post-test results of self-directed learning readiness showed that nursing students scored significantly higher [(M = 33.01 ± 13.17; t (399) = 2.335; 95%CI: 0.486,5.668)] in the intervention group than their counterparts in the control. Findings of SDL readiness subscales were significantly higher among students in the intervention including self-management [(M = 10.11 ± 4.09; t (399) = 1.354; 95%CI: 0.173,4.026)], interest learning [(M = 9.21 ± 2.39; t (399) = 1.189; 95%CI: 0.166,4.323)] and self-control [(M = 13.63 ± 5.05; t (399) = 2.335; 95%CI: 0.486,5.668)]. The probability of nursing students to demonstrate self-directed learning readiness was 1.291 more times higher when exposed to the intervention (AOR = 1.291, p < 0.05, 95%CI: 0.767, 2.173) than in the control. Conclusion Facilitation in a problem-based pedagogy promises to change the spectrum of nursing learning habits potentially to their academic and professional achievements. Nurse tutors need to be empowered with it to prepare nursing students to meet their academic and professional potentials.

scholarly journals A Graded Exposure, Locomotion-Enabled Virtual Reality App During Walking and Reaching for Individuals With Chronic Low Back Pain: Cohort Gaming Design (Preprint)

2020 ◽  
Author(s):  
Rebecca White Hennessy ◽  
Deanna Rumble ◽  
Mike Christian ◽  
David A Brown ◽  
Zina Trost
Keyword(s):  
Virtual Reality ◽  
Low Back Pain ◽  
Back Pain ◽  
Chronic Low Back Pain ◽  
Perceived Exertion ◽  
Rating Of Perceived Exertion ◽  
Low Back ◽  
Progressive Movement ◽  
System Usability Scale ◽  
Graded Exposure

BACKGROUND Chronic low back pain (cLBP) can interfere with daily activities, and individuals with elevated pain-related fear (also known as kinesiophobia or the fear of injury due to movement) can develop worse long-term disability. Graded exposure (GEXP) protocols use successive participation in avoided activities to help individuals overcome fearful movement appraisals and encourage activity. We sought to develop a series of GEXP virtual reality (VR) walking and reaching scenarios to increase the exposure and engagement of people with high kinesiophobia and cLBP. OBJECTIVE This study aims to (1) determine GEXP content validity of the VR application and (2) determine the feasibility of individuals with cLBP performing locomotion-enabled physical activities. METHODS We recruited 13 individuals with cLBP and high pain-related fear to experience six VR modules, which provide progressive movement exposure over three sessions in a 1 week period. At session 1, participants ranked each module by likelihood to avoid and assigned an expected pain and concern for harming their back rating to each module. Participants provided a rating of perceived exertion (RPE) after experiencing each module. To test feasibility, we administered the system usability scale (SUS) and treatment evaluation inventory (TEI) following the final session. In addition, we measured pain and pain-related fear at baseline and follow-up. RESULTS The 12 participants who completed the study period assigned higher avoidance (<i>P</i>=.002), expected pain (<i>P</i>=.002), and expected concern (<i>P</i>=.002) for session 3 modules compared with session 1 modules. RPE significantly increased from session 1 (mean 14.8, SD 2.3) to session 3 (mean 16.8, SD 2.2; <i>P</i>=.009). The VR application showed positive feasibility for individuals with cLBP through acceptable SUS (mean 76.7, SD 13.0) and TEI (mean 32.5, SD 4.9) scores. Neither pain (<i>P</i>=.20) nor pain-related fear (<i>P</i>=.58) changed significantly across sessions. CONCLUSIONS The GEXP VR modules provided progressive exposure to physical challenges, and participants found the VR application acceptable and usable as a potential treatment option. Furthermore, the lack of significant change for pain and pain-related fear reflects that participants were able to complete the modules safely.

Sign in / Sign up

Export Citation Format

Share Document